Collaborative, cross-disciplinary learning and co-emergent innovation in eScience teams
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Registry
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
For interdisciplinary teams, the ability to bridge knowledge or approaches across disciplinary boundaries (brokering) is important.
“for interdisciplinary teams, the ability to bridge knowledge or approaches across disciplinary boundaries (ie brokering) is also important (Pennington 2011).”
From Creating and maintaining high‐performing collaborative research teams: the importance of diversity and interpersonal skills (2014) · cites this paper as Pennington 2011
Interaction mode seems to be an important factor to consider when creating collaborative research teams.
“interaction mode seems to be an important factor to consider when creating collaborative research teams (Pennington 2011).”
From Creating and maintaining high‐performing collaborative research teams: the importance of diversity and interpersonal skills (2014) · cites this paper as Pennington 2011
Cites
Communities of Practice and Social Learning Systems
Wenger, E. (2000) · Organization · doi:10.1177/135050840072002 · Cited by 4,274 · cited 8× · see citing works
“Wenger (2000) referred to these people as brokers between communities, and noted that while all people act as brokers to some extent, key individuals thrive in this position.”
BackgroundResultInfluentialOlson, G. M., & Olson, J. S. (2000) · Human–Computer Interaction · doi:10.1207/s15327051hci1523_4 · Cited by 1,983 · see citing works
The Competent Boundary Spanner
Williams, P. (2002) · Public Administration · doi:10.1111/1467-9299.00296 · Cited by 1,311 · cited 2× · see citing works
“Substantial empirical evidence suggests that community boundary crossing can be facilitated by an individual implicitly or explicitly tasked with mediating between the groups (Wenger 2000; Williams 2002; Cash et al. 2003; Rhoten 2003; Levina and Vaast 2005).”
BackgroundScientific Collaboration on the Internet
(2008) · doi:10.7551/mitpress/9780262151207.001.0001 · Cited by 286 · see citing works
Walking the Tightrope: The Balancing Acts of a Large e-Research Project
Lawrence, K. A. (2006) · Computer Supported Cooperative Work (CSCW) · doi:10.1007/s10606-006-9025-0 · Cited by 121 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Cheruvelil, K. S., Soranno, P. A., Weathers, K. C., Hanson, P. C., Goring, S. J., Filstrup, C. T., & Read, E. K. (2014) · Frontiers in Ecology and the Environment · doi:10.1890/130001 · Cited by 302 · see citing works
Transdisciplinary Research, Transformative Learning, and Transformative Science
Pennington, D. D., Simpson, G. L., McConnell, M. S., Fair, J. M., & Baker, R. J. (2013) · BioScience · doi:10.1525/bio.2013.63.7.9 · Cited by 97 · see citing works
Self-citation
- Authors
- Pennington, D. D.
- Affiliations
- The University of Texas at El Paso (US)
- Corresponding author
- Pennington, Deana D.
- ORCID
- Pennington, Deana D.
- Venue
- Earth Science Informatics
- Published
- 2011-02-23
- Volume
- 4
- Issue
- 2
- Pages
- 55-68
- ISSN
- 1865-0473 (ISSN-L)
- 1865-0481
- OpenAlex
- W1967626133
- Cited by
- 32
- References
- 5
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 7 · 2023: 3 · 2022: 3 · 2021: 2 · 2020: 1 · 2018: 2 · 2016: 2 · 2015: 5 · 2014: 2 · 2013: 1 · 2012: 1
- FWCI
- 3.04
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Earth Science Informatics (publishedVersion)
- Funders
- National Science Foundation
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Interdisciplinary Research and Collaboration
- Social Sciences › Psychology › Social Psychology › Team Dynamics and Performance
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- e-Science, collaborative research teams, cross-disciplinary learning, interdisciplinary research, problem formulation, conceptual framework, team interaction, collaborative learning model
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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